Using as an analytical framework Evans's conceptualisation of professionalism, this article examines the implications for academic professionalism in the French higher education sector of reforms and significant changes that have evolved over the last few decades, including: the "Investissements d'Avenir" programme, the "Loi de programme pour la recherche," the "loi relative aux libertés et responsabilités des universités," increasing massification, and the drive to boost undergraduate student retention. Drawing upon comparative cases of parallel changes to higher education in other national contexts, and identifying changes to academic professionalism in relation to Evans's three components (behavioural, attitudinal and intellectual), and 11 dimensions, of professionalism, the authors sketch out the "shape" and outline the nature of a new academic professionalism that they believe has been set in motion and that they envisage evolving in France.